Red Sings from Treetops: A Year in Colors, illustrated by Pamela Zagarenski, written by Joyce Sidman
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A- Anticipation
1-A Picture Walk (comprehension) A 4.4Summarize key details of informational texts, connecting new information to prior knowledge The Picture walk will allow students to begin brainstorming about the book. It will create questions and hypothesis’ of what the students believe the book will be about. The teacher will guide the students through a preview of the book. During this time the teacher will ask questions, and point out pictures, words, and phrases used throughout the book.
2-A Anticipation Guide A 4.1Read aloud with age-appropriate fluency, accuracy, and expression The anticipation guide will be used before, after, and while reading the book. First we will create questions or thoughts of what we think the book is about. Then the teacher will read the story aloud to the students and they will mark down on their anticipation guide the page number, if they were right, and give a brief reflections. Questions or comments students may include on their anticipation guide- what they think the book is about, who will be a main character, what is the topic being discussed, or how will the story end.
Name Date Title of story Author
Anticipation Guide
Use the following anticipation guide to preview a story before you read it. Before reading, mark whether or
not you agree or disagree with each statement. After reading the story, fill in the page number where you
found the answer to each statement, tell whether or not you were right, and reflect on what you found.
Comment Agree/Disagree Page # Weryou right? Reflect
1. This Book is about Seasons Agree 1 Yes I like how this book teaches kids about seasons
2.
3.
4.
5.
3-A Key Ideas and Details (comprehension) R.L.1.1 Key Ideas and Details (Comprehension)Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. When first looking at the cover of the book I will ask the students what they think this book is about. Students will look at the pictures on the cover, the title, and the colors used when illustrating the cover. We will then create a mindmeister map at mindmeister.com to brainstorm what we think this book is about. We will examine all the four trees on the cover and compare and contrast the differences about them to see if we can understand what this book is about.
Red Signs from the treetops: A Year in Color MindMeister Below!
Assessment of Anticipation · Students will evaluated on classroom participation throughout the Anticipation section. · Teacher will look for cooperation and interest in class activities.
· Students anticipation guide will be assessed by how accurately they filled it out, and if they participated in the activity.
B- Building Knowledge
1-B -K-W-L R.L.A.7.3 (Integration of knowledge and Ideas) Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Chart As a class students will create a K-W-L chart about the four seasons. Students will discuss what they know about the four seasons. Next students will then describe what they want to know about the four seasons. Each comment will be listed in the proper column. After reading the book students will then discuss what they have learned from reading the book about seasons. They will add it to their K-W-L chart
2B- Online Venn diagram R.L.A 9.3 (Integration of knowledge and Ideas) Compare and contrast the most important points and key details presented in two texts on the same topic
As a class after completing a K-W-L chart the students and teacher will create a Venn diagram of the different seasons, spring, summer, fall, and winter. Students will help give descriptions of each season and they will be entered into the Venn diagram. This will allow students to compare and contrast each season they are learning about. Educationworld.com allows a teacher to pull up an already made Venn diagram and insert its topics into the already made circles.
3B- Alliteration Voice threads (phonics and fluency) Wisconsin Standard (C.4.2) Listen to and comprehend oral communications. (Follow basic directions. Understand increasingly complex sentence structures. Understand a variety of word structures and forms, such as affixes, roots, homonyms, antonyms, synonyms, and word analogies.)
Students will be given the opportunity to work on voice threads which I have created for this book. Students will read the sentences given and follow the directions for their own comments. Students will create sentence which will work on comprehension, phonics, and fluency.
Assessment of Building Knowledge · Students will be evaluated on participation during the building knowledge section. · Student’s answers to the voicethread will be graded on creativity as well as accuracy. Teacher will look for comprehension and understanding with the K-W-L Chart as well as the Venn Diagram
C- Consolidation
1-C Acrostic Poem R.L.A.7.3 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Red Signs from treetops: A year in Color is written in poem form. The students will use www.readwritethink.org to create an acrostic poem about the season of their choice. Students will choose their season, brainstorm words which remind them of the season, then create their acrostic poem.
W aiting for Santa I cy Roads N esteled by a fire T ogether at Christmas E agerly playing in the Snow R unny Nose
2-C Library of Books (comprehension and Collaboration) R.L.A 4.3 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace
Students will get a chance to view the teachers shelf of books on www.shelfari.com. The teacher will coordinate appropriate books which are all about the seasons. Students will have the opportunity to read these books during their own free time with partners. They will be able to discuss with their partners the differences between all the different books about seasons. Students should notice word choice, illustrations, and the style in which the books are written.
3-C- Double Entry Journal R.L.A 4.3 (Comprehension and Collaboration) Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Students will create and fill out a Double Entry Journal when reading Red signs from treetops: A year in Color. They will take a quote from the book and give a reflection on the individual quote. This allows the teacher to see if the students are understanding what they are reading from the book.
Double Entry Journal
In Spring, Red sings from treetops: cheer-cheer-cheer, each note dropping like a cherry into my ear
In the spring I also hear birds chirping from the treetops. Especially in the morning. I am not sure what it mean like a cherry dropping into my ear.
Red squirms on the road after rain.
I think the red squirming on the road after rain is a worm. I use worms when I go fishing.
Green is new in Spring.
In the spring there is lots of new green. Green leaves, grass, and even flowers. Green make me feel happy in spring.
Assessment of Consolidation · Teacher will be looking for comprehension and understanding of text during this section. · Students will have to display knowledge and understanding of the seasons during this section. · Students will be evaluated on their poems and their Double Entry Journal.
Red Sings from Treetops: A Year in Colors, illustrated by Pamela Zagarenski, written by Joyce Sidman
=A- Anticipation
1-A Picture Walk (comprehension)
A 4.4Summarize key details of informational texts, connecting new information to prior knowledge
The Picture walk will allow students to begin brainstorming about the book. It will create questions and hypothesis’ of what the students believe the book will be about. The teacher will guide the students through a preview of the book. During this time the teacher will ask questions, and point out pictures, words, and phrases used throughout the book.
2-A Anticipation Guide
A 4.1Read aloud with age-appropriate fluency, accuracy, and expression
The anticipation guide will be used before, after, and while reading the book. First we will create questions or thoughts of what we think the book is about. Then the teacher will read the story aloud to the students and they will mark down on their anticipation guide the page number, if they were right, and give a brief reflections. Questions or comments students may include on their anticipation guide- what they think the book is about, who will be a main character, what is the topic being discussed, or how will the story end.
Name Date
Title of story Author
Anticipation Guide
Use the following anticipation guide to preview a story before you read it. Before reading, mark whether or
not you agree or disagree with each statement. After reading the story, fill in the page number where you
found the answer to each statement, tell whether or not you were right, and reflect on what you found.
Comment Agree/Disagree Page # Weryou right? Reflect
1. This Book is about Seasons Agree 1 Yes I like how this book teaches kids about seasons
2.
3.
4.
5.
3-A Key Ideas and Details (comprehension)
R.L.1.1 Key Ideas and Details (Comprehension)Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
When first looking at the cover of the book I will ask the students what they think this book is about. Students will look at the pictures on the cover, the title, and the colors used when illustrating the cover. We will then create a mindmeister map at mindmeister.com to brainstorm what we think this book is about. We will examine all the four trees on the cover and compare and contrast the differences about them to see if we can understand what this book is about.
Red Signs from the treetops: A Year in Color MindMeister Below!
http://www.mindmeister.com/70524523/red-signs-from-the-treetops-a-year-in-colors
Username-cudelhofen
Password-123mind
Assessment of Anticipation
· Students will evaluated on classroom participation throughout the Anticipation section.
· Teacher will look for cooperation and interest in class activities.
· Students anticipation guide will be assessed by how accurately they filled it out, and if they participated in the activity.
B- Building Knowledge
1-B -K-W-L
R.L.A.7.3 (Integration of knowledge and Ideas) Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Chart
As a class students will create a K-W-L chart about the four seasons. Students will discuss what they know about the four seasons. Next students will then describe what they want to know about the four seasons. Each comment will be listed in the proper column. After reading the book students will then discuss what they have learned from reading the book about seasons. They will add it to their K-W-L chart
Red Signs from treetops: a year in Color
K-W-L Chart
2B- Online Venn diagram
R.L.A 9.3 (Integration of knowledge and Ideas) Compare and contrast the most important points and key details presented in two texts on the same topic
As a class after completing a K-W-L chart the students and teacher will create a Venn diagram of the different seasons, spring, summer, fall, and winter. Students will help give descriptions of each season and they will be entered into the Venn diagram. This will allow students to compare and contrast each season they are learning about. Educationworld.com allows a teacher to pull up an already made Venn diagram and insert its topics into the already made circles.
3B- Alliteration Voice threads (phonics and fluency)
Wisconsin Standard (C.4.2) Listen to and comprehend oral communications. (Follow basic directions. Understand increasingly complex sentence structures. Understand a variety of word structures and forms, such as affixes, roots, homonyms, antonyms, synonyms, and word analogies.)
Students will be given the opportunity to work on voice threads which I have created for this book. Students will read the sentences given and follow the directions for their own comments. Students will create sentence which will work on comprehension, phonics, and fluency.
Red sings from Treetop Voicethread
Assessment of Building Knowledge
· Students will be evaluated on participation during the building knowledge section.
· Student’s answers to the voicethread will be graded on creativity as well as accuracy.
Teacher will look for comprehension and understanding with the K-W-L Chart as well as the Venn Diagram
C- Consolidation
1-C Acrostic Poem
R.L.A.7.3 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Red Signs from treetops: A year in Color is written in poem form. The students will use www.readwritethink.org to create an acrostic poem about the season of their choice. Students will choose their season, brainstorm words which remind them of the season, then create their acrostic poem.
W aiting for Santa
I cy Roads
N esteled by a fire
T ogether at Christmas
E agerly playing in the Snow
R unny Nose
2-C Library of Books (comprehension and Collaboration)
R.L.A 4.3 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace
Students will get a chance to view the teachers shelf of books on www.shelfari.com. The teacher will coordinate appropriate books which are all about the seasons. Students will have the opportunity to read these books during their own free time with partners. They will be able to discuss with their partners the differences between all the different books about seasons. Students should notice word choice, illustrations, and the style in which the books are written.
Miss U’s Shelfari Bookshelf-Books about Seasons
Miss U's Book Shelf
3-C- Double Entry Journal
R.L.A 4.3 (Comprehension and Collaboration) Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Students will create and fill out a Double Entry Journal when reading Red signs from treetops: A year in Color. They will take a quote from the book and give a reflection on the individual quote. This allows the teacher to see if the students are understanding what they are reading from the book.
Double Entry Journal
Red sings
from treetops:
cheer-cheer-cheer,
each note dropping like a cherry
into my ear
Assessment of Consolidation
· Teacher will be looking for comprehension and understanding of text during this section.
· Students will have to display knowledge and understanding of the seasons during this section.
· Students will be evaluated on their poems and their Double Entry Journal.